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Journal articles on the topic 'Heroes'

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Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Gromova, E. B. "CRIMEA ENDEMIC HEROES IN THE REGIONAL TELEVISION AIR." Scientific Notes of V.I. Vernadsky Crimean Federal University. Philological sciences 6(72), no. 1 (2020): 211–32. http://dx.doi.org/10.37279/2413-1679-2020-6-1-211-232.

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The article includes analysis of heros row in the news program “Vesti,Crim” (Teleradiocompany “Tavrida”) Author determines the level of hero’s endemicity and originality, describes their occupation and political position. The emotional ground of the plots is analyzed in this article as well the ideologemes that support the hero’s presentation. A deep and systematic study of the heroes of informational plots, as one of the aspects of personification of regional news content, will help develop recommendations for optimizing and effective functioning of the regional news television program.

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2

Mushale, Augustina. "Heroes Helping Heroes." Journal of Continuing Education in Nursing 54, no. 8 (August 2023): 347–49. http://dx.doi.org/10.3928/00220124-20230711-04.

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Veterans come from a unique culture that teaches soldiers to be tough, and being a member of the military can result in hidden barriers when veterans seek health care (Redmond et al.). This column describes how professional development specialists can teach nurses about veteran health care needs using lessons learned from civilian nurses' knowledge of the military culture (Mushale & Bakerjian). [ J Contin Educ Nurs. 2023;54(8):347–349.]

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3

Williams, Clive. "The Hero’s Journey: A Creative Act." Journal of Genius and Eminence 2, Volume 2, Issue 2: Winter 2017 (December 1, 2017): 69–77. http://dx.doi.org/10.18536/jge.2017.02.2.2.07.

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This paper proposes the hero’s journey as a pathway to psychological creativity. The hero’s journey reveals, in story form, the efforts of a hero to resolve a significant problem following a change in life circumstances. This problem lies beyond the scope of the hero’s current understanding, skill set and experience. In order to address the problem, the hero therefore begins what Campbell refers to as ‘the creative act’ of ‘sticking one’s neck out’, undergoing a hero’s journey. Invariably the journey involves foreign trials, requiring the hero to tap into unknown inner potentials. Invariably trials become more complex, pushing the hero to move beyond their perceived limits. Eventually all heroes will experience at least two trials which either subjectively or literally, will seem like life and death challenges, signalling the death of no longer useful aspects of the self and the integration of their newfound potential. Transformed heroes are able to innovate and create in their everyday lives, providing an elixir for those around them.

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4

Vehesh, A. I. "THE ROLE OF THE PROPER NAMES OF THE LITERARY HEROES IN MYROSLAV DOCHYNETS' NOVEL "CHILDREN OF THE FERN"." Opera in linguistica ukrainiana, no. 28 (September 28, 2021): 120–30. http://dx.doi.org/10.18524/2414-0627.2021.28.235528.

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The relevance of our study is due to the fact that in modern linguistics is still insufficiently studied the potential of the proper names of the literary heroes in the prose texts of famous authors. Therefore, in our opinion, the study of the hero's own name needs special attention, and a thorough analysis of the proper names of the literary heroes in M. Dochynets' novel "Children of the Fern" opens opportunities for further generalizations in the field of relevant linguistic and stylistic issues. The purpose of our article is to study the role of the proper names of the literary heroes in the novel "Children of the Fern" written by the Transcarpathian writer, winner of the Shevchenko Prize Myroslav Dochynets; our task is to describe the proper names of the literary heroes, to reveal their information loading, the role in the development of the plot. The object of the research is the novel "Children of the Fern" by M. Dochynets. The subject of the research is the proper names of the literary heroes and their functional content. Methods and techniques. Research methods are determined by the specifics of onymic material, which requires a systematic approach and the use of traditional descriptive method and its basic techniques: observation, interpretation and generalization. The functional load of the proper names of the literary heroes is determined by the method of contextual analysis. The scientific novelty lies in the fact that for the first time the role of the proper names of the literary heroes functioning in the novel "Children of the Fern" by M. Dochynets is studied. Attention is paid to the role of the proper names of the literary heroes (including pseudonyms) and the conditions of their origin; the etymological meaning (internal form) of the proper names of the literary heroes is revealed. It is proved that proper names of the literary heroes in the novel are the most important lexical elements that have a variety of semantic and emotional content, they are accompanied by connotations and various associations, and they characterize the character by national, social origin, and create a certain emotional tone, reflect the author's attitude to the named character. Conclusions. Proper names of the literary heroes in the novel "Children of the Fern" are a powerful layer of vocabulary. Their role in the text is difficult to evaluate: they are indicators of time, nationally significant, informational and evaluative – they perform different functions.

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5

Kreitner, R. "Heroes, Anti-heroes, And Villains." Jerusalem Review of Legal Studies 1, no. 1 (June 1, 2010): 96–105. http://dx.doi.org/10.1093/jrls/1.1.96.

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6

Vehesh, A. I. "THE ROLE OF PROPER NAMES OF THE LITERARY HEROES FROM IREN ROZDOBUDKO’S NOVELS IN THE FORMATION OF IMAGES." Opera in linguistica ukrainiana, no. 29 (November 9, 2022): 99–111. http://dx.doi.org/10.18524/2414-0627.2022.29.262396.

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In modern linguistics, the potential of the proper names of the literary heroes in prose texts by well-known authors is still insufficiently studied. Proper names of the literary heroes, which are part of the onomastic space of a literary work, are an important object of research in onomastics. It is in the proper name of the literary hero that the author puts a huge informational charge. Studies of the proper names of the literary heroes significantly complement the general idea of anthroponyms as basic components of the onymic system. Therefore, the study of the hero’s own name requires special attention, and its thorough analysis opens up opportunities for further generalizations in the field of relevant linguistic and stylistic issues. The purpose of our study is to analyze the proper names of the literary heroes in Iren Rozdobudko’s novels “Here and Now”, “Swallow Has Arrived”, “Butterfly Does Not Scream”; the task is to determine the role of the proper names of the literary heroes in the creation of images. It is proved that the names of both fictional and real heroes in I. Rozdobudko’s novels contain significant characteristic potential. They form an onymic space of the text, reflect the realities of social life, are marked by diversity, they work to create images, act as an expression of the author’s idea. The description of the names of literary heroes is given, their functional and stylistic load, expressive possibilities, the author’s ability to achieve harmony of the name with the content of the work are determined. It was found that proper names of the literary heroes of Irene Rozdobudko’s novels express different connotations (national, chronological, emotionally expressive, etc.). An important role in revealing the meaning of the character’s name is played by the author’s characteristics and pre-onymic semantics of the proper name of the literary hero. A study of the proper names of the literary heroes in the novels of Iren Rozdobudko led to the conclusion that the names of the characters are inseparable from the images, they complement each other. Proper names of characters as linguistic units that not only name but also characterize denotations, together with other units reflect the creative thinking of the writer, the richness of her language, and specifics of the style.

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7

Dove, Rita. "Heroes." Callaloo 18, no. 2 (1995): 231. http://dx.doi.org/10.1353/cal.1995.0046.

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8

Dove, Rita. "Heroes." Callaloo 24, no. 3 (2001): 725–26. http://dx.doi.org/10.1353/cal.2001.0129.

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9

Danchev, Alex. "Heroes." Diplomatic History 23, no. 1 (January 1999): 111–14. http://dx.doi.org/10.1111/0145-2096.00157.

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10

van Wees, Hans. "Heroes." Classical Review 49, no. 2 (October 1999): 484–86. http://dx.doi.org/10.1093/cr/49.2.484.

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11

Moran, Peter. "Heroes." Professional Case Management 17, no. 1 (2012): 31–32. http://dx.doi.org/10.1097/ncm.0b013e31823ad224.

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12

Stewart-Amidei, Chris. "Heroes." Journal of Neuroscience Nursing 34, no. 2 (April 2002): 55. http://dx.doi.org/10.1097/01376517-200204000-00001.

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13

Grace, Thomas L. "Heroes." AeroMedical Journal 1, no. 6 (January 1987): 5. http://dx.doi.org/10.1016/s0894-8321(87)80003-7.

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14

Cantwell, John D. "Heroes." American Journal of Cardiology 94, no. 2 (July 2004): 169–71. http://dx.doi.org/10.1016/j.amjcard.2004.03.055.

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15

Hens, Harry. "Heroes." Maatwerk, 2007 8, no. 4 (August 2007): 146. http://dx.doi.org/10.1007/bf03070829.

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16

Isaacs, David. "Heroes." Journal of Paediatrics and Child Health 52, no. 4 (April 2016): 361–62. http://dx.doi.org/10.1111/jpc.13180.

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17

Wright, Bob. "Heroes." Accident and Emergency Nursing 3, no. 4 (October 1995): 171. http://dx.doi.org/10.1016/0965-2302(95)90000-4.

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18

Knight, Ellis. "Heroes." Journal of Hospital Medicine 1, no. 3 (2006): 205–6. http://dx.doi.org/10.1002/jhm.93.

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19

Muir, Lissa. "Heroes." After Dinner Conversation 4, no. 11 (2023): 63–74. http://dx.doi.org/10.5840/adc2023411105.

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What human values would you deny to save your life? In this work of philosophical short story fiction, a group of families are on vacation touring Frank Lloyd Wright’s Fallingwater when they hear gunshots. While most are confused, one attuned man realizes the danger and quickly gets the children safely into the basement. The remaining group is then confronted by men with guns looking to sort out, and kill, everyone who are not Christian. They are, they say, trying to bring America back to its true values and roots. An offended black man confronts them, but they assure him, they aren’t racists, they are good Christian men. They kill a Jewish man, who makes clear while he believes Jesus was a good man, but not the son of God. The narrator’s husband is then picked next and asked to confirm his Christian faith. His wife knows he’s an atheist and tries to will him to lie. Instead, her husband confesses both his Canadian citizenship and his lack of Christian faith, and is killed. Shortly thereafter police snipers show up and show the gunmen dead. The families are safe, but the narrator must now explain to their two children in the basement, that their father is dead.

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20

Aksyonova, A. A. "The imaginary space of M. Tsvetaeva’s poem ‘In the Hall’ [‘V zale’] and the reader’s strategy." Voprosy literatury, no. 4 (September 23, 2022): 122–29. http://dx.doi.org/10.31425/0042-8795-2022-4-122-129.

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The article deals with the unique viewpoint of the reader who, when reading Tsvetaeva’s ‘In the Hall’ [‘V zale’], discovers that, along with the space of the artistic world inhabited by the poem’s lyrical heroes, the poem offers an extra level — one produced by the heroes’ imagination. The children in the poem allow the reader to catch a glimpse of their imaginary world. The world of a child’s play exists in the minds of the depicted heroes, meaning a doubling of the artistic reality. It is for this reason that the reader becomes aware of a double viewpoint — one of a grown-up observer and the other belonging to the young heroes, and is exposed both to the visually perceptible embodiment of the world created by the poet as well as to the space hidden inside of it (visible only to the children). The structure of the depicted hall is transformed through the introduction of the space of a hero’s imaginary world. The game described in the poem is, therefore, taking place not only in the reader’s presence, but with the reader’s participation, meaning that self-reflection of the lyrical ‘us’ achieves its development, with the reader sharing in the experience.

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21

Kho, Youenhee. "Meritorious Heroes." Sungkyun Journal of East Asian Studies 21, no. 1 (May 1, 2021): 1–25. http://dx.doi.org/10.1215/15982661-8873872.

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Abstract This study explores the allegorical usage of hawk painting to praise a hero with meritorious deeds in Yuan China (1271–1368) and early Chosŏn Korea (1392–1910). Through an analysis of Yuan-dynasty poems inscribed on hawk paintings, this article demonstrates that paintings of a hawk sitting still on a tree in the woods conveyed the allegory of a hero subduing wily beings, such as rabbits and foxes. Moreover, Yuan paintings of a hawk and a bear (yingxiong 鷹熊) employed a Chinese rebus and represented the animals as heroes, comparing them to historical heroic and loyal figures. This article then turns to Chosŏn Korea, where two types of hawk paintings reflected the Korean reception of Yuan counterparts. One was the painting of a hawk sitting still, which indicated the hero's readiness for future achievements. Another, with the motif of a rabbit caught in the hawk's talons, emphasized the hero's successful achievements and gained popularity through the late Chosŏn dynasty. The Chinese and Korean allegories of heroic contributions emerged in response to complicated politics, as the Yuan government comprised multiple ethnic groups and the early Ming and early Chosŏn were newly established after the fall of previous dynasties. For the same reason, the hawk-hero allegory began to lose its relevance over time, and hawk paintings came to take on rather mundane meanings.

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22

Palagimlan, Rey Mart E., Charlie Jame C. Tagud, and Dr Ariel San Jose. "The Legendary Struggle: A Hero’s Journey." Global Academic Journal of Linguistics and Literature 6, no. 03 (June 25, 2024): 130–40. http://dx.doi.org/10.36348/gajll.2024.v06i03.005.

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The hero's journey is a timeless narrative framework that explores the transformative journey of a protagonist facing trials, tribulations, and personal growth. Along their journey, they face inner and outer challenges, battling monsters, facing moral dilemmas, and ultimately undergoing a profound transformation. This study focused on The Legendary Struggle: A Hero’s Journey. A direct content analysis approach was used in the selected epic stories in the Philippines such as Ibalon, Indarapatra and Sulayman, Hinilawod, Hudhud of Aliguyon, and Kudaman by examining the struggles of a hero’s journey in terms of separation, initiation, and return. The results indicated in the separation phase have an emotional impact on the hero’s part and most likely on the family members and the people around. Moreover, the hero felt bothered because he would be away from his loved ones and homeland. In the initiation phase, the hero has struggles and challenges in his journey where he needs to fight to preserve the role, defend the homeland, and fight in the name of love. In the return phase, the hero struggles in returning home due to hindrances as obstacles. Despite all the struggles encountered by the heroes they still managed to return home safely.

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23

Sunarti, Sunarti, Maulana Yusup, and Heri Isnaini. "NILAI-NILAI NASIONALISME PADA PUISI DONGENG PAHLAWAN KARYA WS. RENDRA." Parole : Jurnal Pendidikan Bahasa dan Sastra Indonesia 5, no. 4 (July 30, 2022): 253–60. http://dx.doi.org/10.22460/parole.v5i4.6878.

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This article discusses the values of nationalism in W.S. Rendra's poem "Heroes' Tale." The poem is found in the Stanzas and Blues. The poem "Fairy Tales of Heroes" is assumed to have values of nationalism and heroic values. The focus of this research is based on two problems. 1) how the values of nationalism are built on the poem "Tale of Heroes" by W.S. Rendra; and 2) how the values of nationalism build character values that can be utilized in the learning process. Both issues will be examined based on the theory of symbols covered in the dictions in poetry. The method used is qualitative method by making poetry as an object and research data. The results of this study showed that the values of nationalism in the poem "Dongeng Pahlawan" by W.S. Rendra were built on conventional symbols. The symbols are contained in the dictions used.In addition, character values appear in line with the found values of nationalism. Thus, W.S. Rendra's poem "Hero's Tale" has important values in building the character of nationalism that is indispensable in building our nation and country.Â

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24

Kim, Suh Yoon. "Representation of Greek Mythology in History Textbooks of Greek Primary schools." Journal of Literary Education, no. 1 (December 8, 2018): 151. http://dx.doi.org/10.7203/jle.1.12268.

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This article aims to highlight the representation of Greek mythology in Greek primary textbooks and the educational purpose of this representation, which includes macroscopic rearrangement, modification of individual texts, and addition of ancillary materials. In Greek primary schools, third graders begin to learn mythology in the introductory part of the subject History. The educational aspect of mythology in textbooks focuses on heroes being represented as exemplary models for teaching values to children. The texts reflect modern metanarrative of individualism, which teachers and parents consider important for children to learn. In its entirety, the textbook repeats each hero’s fighting spirit and struggles (macroscopic metanarratives). In addition, each story is modified to manifest only the hero’s individual accomplishments, concealing their negative aspects, and underestimating the influence of social contexts such as gender discrimination (modification of individual texts). Moreover, the pictures and maps, present in the textbooks, create an image of “timeless Greece” as it traces the movements of the heroes. These materials help young students connect the heroes’ world with their own. Activities and questions also help children adopt heroes as familiar role models (paratextual and visual elements). In conclusion, mythology in Greek primary school History textbooks function as an effective tool to teach the value of individualism to children. Key words: Greek mythology education, metanarratives, heroes, individualism, identification Resumen La intención de este artículo es resaltar la representación de la mitología en libros de texto griegos y la intención educativa de esta representación que incluye la reorganización y la modificación de textos individuales y la incorporación de material secundario. En los libros de texto griegos, el alumnado de tercero empieza a aprender mitología en la parte introductoria de la asignatura de Historia. El aspecto educativo de la mitología en los libros de texto se focaliza en los héroes, que son representados como modelos ejemplares para enseñar valores a los niños y niñas. Los textos reflejan metanarrativas modernas individualistas, que tanto el profesorado como las familias consideran importante enseñar al alumnado. En general, el libro de texto repite el espíritu de lucha y prueba (metanarrativa macroscópica) de cada héroe. Por otro lado, cada historia se modifica para manifestar solo los logros individuales del héroe, ocultando sus aspectos negativos y minusvalorando la influencia del contexto social tal como la discriminación de género (modificación de textos individuales). Además, las ilustraciones y mapas presentes en estos materiales crean una imagen de “Grecia intemporal” según se trazan los movimientos de los héroes. Estos materiales ayudan al joven estudiantado a conectar el mundo de los héroes con el propio. Las actividades y preguntas también ayudan al alumnado a adoptar los roles y modelos familiares (elementos paratextuales y visuales). En conclusión, la mitología en los libros de texto griegos de Primaria funciona como una herramienta útil para el aprendizaje del valor del individualismo. Palabras clave: Educación en mitología griega, metanarrativas, héroes, individualismo, identificación Resum La intenció d’aquest article és ressaltar la representació de la mitologia en llibres de text grecs i la seua intenció educativa que inclou la reorganització i la modificació de textos individuals i l’afegit de material secundari. Als llibres de text grecs, l’alumnat de tercer comença a aprendre mitologia en la part introductòria de l’assignatura d’Història. L’aspecte educatiu de la mitologia als llibres de text focalitza en els herois que són representats com a models exemplars per tal d’ensenyar valors als infants. Els textos reflecteixen metanarrative modernes individualistes que professorat, pares i mares, consideren important d’ensenyar als infants. En general, el llibre de text repeteix l’esperit de lluita i prova (metanarrativa macroscòpica) de cada heroi. D’altra banda, cada història es modifica per manifestar només les fites individuals de l’heroi, tot amagant els seus aspectes negatius i menyspreant la influència del context social tal com la discriminació de gènere (modificació de textos individuals). A més a més, les il·lustracions i els mapes presents en aquests materials, creen una imatge de “Grècia intemporal” segons es delinea els moviments dels herois. Aquests materials ajuden el jovent a connectar el món dels herois amb el propi. Les activitats i preguntes també ajuden a l’alumnat a adoptar els rols i models familiars (elements paratextuals i visuals). En conclusió, la mitologia als llibres de text grecs de Primària funciona com una eina útil per ensenyar el valor de l’individualisme als infants. Paraules clau: Educació en mitologia grega, metanarratives, herois, individualisme, identificació

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25

Zelenin, Sergey V. "Heroes and Anti-heroes in Russian Literature." Almanac “Essays on Conservatism” 64 (June 30, 2021): 383–463. http://dx.doi.org/10.24030/24092517-2021-0-2-383-463.

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In the preset article the author tries to consider the phenomenon of heroes and anti-heroes in Russian literature by following its history from the very sources and up to the first half of the 20th century by the examples of the works of Russian and Soviet writers. The author also attempts to view Russian literature in the context of the reflection of the traditional Russian values, of revealing the principles common for the literature in the course of several centuries. The author records the important role of Russian literature I moral and patriotic education.

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26

Sears, Laurie J. "HEROES AS KILLERS OR KILLERS AS HEROES?" Critical Asian Studies 46, no. 1 (January 2, 2014): 204–7. http://dx.doi.org/10.1080/14672715.2014.863599.

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Zhiyembayeva, G. T., and A. R. Maemerova. "Түркі халықтарының қаһармандық эпостарындағы батырлар типі." BULLETIN of the L.N. Gumilyov Eurasian National University.Political Science. Regional Studies. Oriental Studies. Turkology Series. 139, no. 2 (2022): 193–201. http://dx.doi.org/10.32523/2616-6887/2022-139-2-193-201.

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Heroic epics take a special place in the rich folklore heritage of the Turkic peoples, which has developed over many centuries. The main character of the epics is an unusual native hero. The best qualities are accumulated throughout the life of a representative of these people, the main character of the epic – The Hero. In the epics, the place of a sniper, a hunter, a speaker, a hardworking, and a righteous hero is higher than everyone else than representatives of other social groups. The article considers the types of heroes whose activity in 200 the epics of the Turkic peoples is based on the unity of society and the country. In addition, the type of hunter/sniper hero who feeds his village, tribes with hunting, sniper, the type of batyr khan who defeats evil and brings peace and justice to the country, the type of bi batyr who solves problems and gives a fair solution, from small disputes to big disputes, the features of the types of Shepherd batyr who fought against injustice and discrimination of the evil rich are comprehensively analyzed and interpreted with examples from epics

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28

Karki, Dhruba. "Blending Myth and Modernity in the Global Chinese Cinema: The Hong Kong Action Hero in Zhang Yimou-Directed Hero." Tribhuvan University Journal 32, no. 2 (December 31, 2018): 37–56. http://dx.doi.org/10.3126/tuj.v32i2.24702.

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Zhang Yimou’s Hero presents an action hero, yet in a slightly different cinematic mode than that of Stephen Chow-directed Shaolin Soccer to blend myth and modernity. In Yimou’s martial arts cinema, Jet Li-starred Nameless hero uses martial arts to combat the king’s adversaries, including Donnie Yen-starred Long Sky, Maggie Cheung-starred Flying Snow and Tony Leung Chiu-Wai-starred Broken Sword in the service to the Qin Dynasty (221 BC – 207 BC). The warrior hero’s indigenous body art helps the Qin Dynasty transform the smaller warring kingdoms into a powerful Chinese Empire, a strong foundation of modern China with economic and military superpower. Like their western counterparts, including T1000 and Neo, the Hong Kong action heroes, such as the warrior hero and the Qin King have been refashioned in the Hollywood controlled twentieth-century popular culture. Different from their Hollywood counterparts in actions, the Hong Kong action heroes in Hero primarily use their trained bodies and martial skills to promote the Chinese civilization, an adaptation of the Hollywood tradition of technologized machine body. Reworking of myth and archetype in Nameless’s service to the Qin Dynasty and the emperor’s mission to incept the Chinese Empire, the Hong Kong action heroes appear on screen, a blend of tradition and modernity. The film industry’s projection of the Chinese history with the legendary action heroes, including Nameless soldier and the Qin King globalizes the indigenous Chinese culture by using modern electronic digital technology, a resonance of the western technological advancement.

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29

Hoyt, Crystal L., Scott T. Allison, Agatha Barnowski, and Aliya Sultan. "Lay Theories of Heroism and Leadership." Social Psychology 51, no. 6 (November 2020): 381–95. http://dx.doi.org/10.1027/1864-9335/a000422.

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Abstract. Whereas leadership is generally perceived as a masculine enterprise, heroism research suggests that people view heroes as similarly masculine, but having more feminine traits. We predicted that heroes will be evaluated higher than leaders in communion but not differ in agency. In Study 1, heroes were perceived to have higher communion and similarly high agency as leaders. In Studies 2 and 3, we replicated these trait ratings focusing on perceptions of typical heroes/leaders (S2) and personal heroes/leaders (S3). In Study 4, we showed that the greater level of communion associated with heroes is independent of their gender. In Study 5, using an implicit association test, we showed there is a stronger implicit association of communion with heroes than leaders.

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30

Minor, Kyle, and Chris Offutt. "No Heroes." Antioch Review 60, no. 4 (2002): 710. http://dx.doi.org/10.2307/4614415.

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31

Mathews, Ian, Diane Simpson, Adrian Croft, Mary Lee, and Gillian McKinna. "Unsung heroes." Journal of Practice Teaching and Learning 9, no. 2 (January 1, 2009): 57–71. http://dx.doi.org/10.1921/146066910x518102.

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32

Bemiller, Lynn S. "Family Heroes." Annals of Internal Medicine 158, no. 7 (April 2, 2013): 567. http://dx.doi.org/10.7326/0003-4819-158-7-201304020-00013.

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33

Bates, Jane. "Unsung heroes." Nursing Standard 21, no. 43 (July 4, 2007): 25. http://dx.doi.org/10.7748/ns.21.43.25.s28.

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34

Dillon-Malone, Aubrey, M. S. Power, Pat McCabe, and David Hegarty. "No Heroes." Books Ireland, no. 113 (1987): 95. http://dx.doi.org/10.2307/20630569.

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Showstack, Randy. "Ocean heroes." Eos, Transactions American Geophysical Union 79, no. 26 (June 30, 1998): 302. http://dx.doi.org/10.1029/eo079i026p00302-03.

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Hessburg, Philip C. "MEDICAL HEROES." Ophthalmic Surgery, Lasers and Imaging Retina 19, no. 5 (May 1988): 370. http://dx.doi.org/10.3928/1542-8877-19880501-19.

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Spaeth, George L. "Heroes Revisited." Ophthalmic Surgery, Lasers and Imaging Retina 19, no. 12 (December 1988): 841. http://dx.doi.org/10.3928/1542-8877-19881201-03.

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Li, Gege. "Unsung heroes." New Scientist 253, no. 3367 (January 2022): 26–27. http://dx.doi.org/10.1016/s0262-4079(21)02301-0.

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Mathews, Ian, Diane Simpson, Adrian Croft, Mary Lee, and Gillian McKinna. "Unsung heroes." Journal of Practice Teaching and Learning 9, no. 2 (December 20, 2012): 57–71. http://dx.doi.org/10.1921/jpts.v9i2.396.

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Abstract:

Since the introduction of the three year degree programme in 2003, social work education has undergone a number of significant changes. The time students spend on placement has been increased to two hundred days, and the range of placement opportunities and the way in which these placements have been configured has significantly diversified. A consistent feature over the years, however, has been the presence of a Practice Educator (PE) who has guided, assessed and taught the student whilst on placement. Unsurprisingly, the role of the PE and the pivotal relationship they have with the student has been explored in the past and features in social work literature.This paper, however, concentrates on a range of other relationships which are of significance in providing support to students on placement. In particular it draws on research to discuss the role of the university contact tutor, the place of the wider team in which the student is sited, and the support offered by family, friends and others.Placements and the work undertaken by PE’s will continue to be integral to the delivery of social work education. It is, however, essential to recognise and value the often over looked role of others in providing support to students on placement.

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Nortbcroft, Johnathan. "Unsung heroes." Nursing Standard 9, no. 18 (January 25, 1995): 55. http://dx.doi.org/10.7748/ns.9.18.55.s70.

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Buchanan, Maura. "Everyday heroes." Nursing Standard 15, no. 8 (November 8, 2000): 22. http://dx.doi.org/10.7748/ns.15.8.22.s39.

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Apted, Emma. "Everyday heroes." Nursing Standard 14, no. 9 (November 17, 1999): 13. http://dx.doi.org/10.7748/ns.14.9.13.s32.

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&NA;. "HEROES BESIEGED." Southern Medical Journal 79, no. 6 (June 1986): 659–61. http://dx.doi.org/10.1097/00007611-198606000-00002.

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Nicholls, Alex. "Editorial: Heroes." Journal of Social Entrepreneurship 4, no. 2 (July 2013): 109–12. http://dx.doi.org/10.1080/19420676.2013.820385.

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Macauley, D. "Yesterday's heroes." British Journal of Sports Medicine 34, no. 6 (December 1, 2000): 408. http://dx.doi.org/10.1136/bjsm.34.6.408.

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Arnold, Peter C. "Hippocratic heroes." Medical Journal of Australia 202, no. 7 (April 2015): 393. http://dx.doi.org/10.5694/mja15.00117.

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Renson, Roland, Eddy De Cramer, and Erik De Vroede. "LOCAL HEROES." International Review for the Sociology of Sport 32, no. 1 (March 1997): 59–68. http://dx.doi.org/10.1177/101269097032001005.

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Debord, Bernard. "Yesterday's heroes." Index on Censorship 20, no. 7 (July 1991): 20–21. http://dx.doi.org/10.1080/03064229108535150.

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Cacho, Lydia. "Reluctant heroes." Index on Censorship 39, no. 4 (December 2010): 72–81. http://dx.doi.org/10.1177/0306422010388594.

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Borromeo, Leah. "Local Heroes." Index on Censorship 41, no. 2 (June 2012): 76–87. http://dx.doi.org/10.1177/0306422012448307.

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